We conduct a systematic review of the research literature on the retention of Black male educators in the United States. Our analysis uses computational methods to focus on the unique challenges Black male educators face and how a series of interconnected factors contribute to low retention rates in U.S. schools. Findings indicate that Black male educators often take on additional responsibilities beyond their standard teaching duties, such as being perceived primarily as disciplinarians and being expected to connect with “troubled” students due to a racialization process that reinforces deficit-based assumptions. Additional factors such as low wages, lack of representation, and feelings of being undervalued, significantly impact retention. This qualitative study explores existing literature on the retention of Black male educators. The research reveals not only quantitative trends but also rich qualitative insights into the lived experiences of these men. This study also seeks to establish a framework for understanding the state of the research literature on Black male educators and to identify strategies for improving retention, including mentorship, professional development opportunities, and supportive work environments. This study aims to deepen the understanding of the current state of research on Black male educator retention and identify strategies to improve their recruitment, support, and longevity within the profession.
This is the discussion section (Alexander 2021).
“Theres a much closer connection with a father. You go to your father for a lot of things that you’re not gonna come to me about. And if you do, I will stop you immediately and say ’do you need to go to the counsellor?” (E.Brockenbrough, 2011, P.8)
” Participants perceived that their peers and school administrators positioned them to serve primarily as disciplinarians first and teachers second” (T.Bristol, M.Mentor, 2018, P.1).
“The predominance of women authority figures in the lives of their Black students and the emotional and psychological resentment harbored by some Black students towards absent fathers” (E.Brockenbrough, 2011, P.8).
What is the intellectual and conceptual structure of research on retaining Black male educators in K-12 settings?
Why are current Black male educators compelled to leave the field of education?
The main information about the study data.
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This systematic review highlights the urgent need to address the structural and cultural challenges impacting the retention of Black male educators in the United States. The research clearly shows that these educators are often burdened with additional roles that go beyond teaching—roles rooted in racial and gender specific expectations and deficit-based assumptions. These pressures, combined with systemic issues like low compensation, lack of representation, and inadequate support, contribute to their premature departure from the profession. However, the recent increase in scholarly attention suggests a growing awareness and commitment to finding solutions. Moving forward, fostering supportive work environments, implementing mentorship programs, and creating intentional professional development opportunities are key strategies for promoting the sustainability of Black male educators in our schools. Retaining these educators is not only a matter of equity, it is essential for building a more inclusive, effective, and representative educational system.
These are the acknowledgements. This work was supporting by funding from the Alfred P. Sloan Foundation (Grant 2023-21062).
Bristol, T. J., & Mentor, M. (2018). Policing and Teaching: The Positioning of Black Male Teachers as Agents in the Universal Carceral Apparatus. The Urban Review, 50(2), 218–234. https://doi.org/10.1007/s11256-018-0447-z
Brockenbrough, E. (2012). “You ain’t my daddy!”: Black male teachers and the politics of surrogate fatherhood. International Journal of Inclusive Education, 16(4), 357–372. https://doi.org/10.1080/13603116.2011.555091
LYNN, M. (2006). Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers. Teachers College Record, 108(12), 2497–2522. https://doi.org/10.1111/j.1467-9620.2006.00792.x
Pabon, A. J.-M. (2016). In hindsight and now again: black male teachers’ recollections on the suffering of black male youth in US public schools. Race Ethnicity and Education, 20(6), 766–780. https://doi.org/10.1080/13613324.2016.1195359